Table 3.

Practical recommendations from students: superordinate themes by guided question

Guided Question: How do you define inclusion/What practices would be more inclusive?
Do not punish behavior(s) that are associated with one’s needs/understand the function of the behavior
Understand autism in general and the student on the spectrum individually
Treat the student like a human with needs and not a burden to manage
Model inclusion to your colleagues and our pears/Do not further stigmatize with exclusion
All staff in the building should be AS aware and trained
Presume competence of your student/Do not project failure
All students can be taught how to interact with those who are different
Social Skill groups should be AS children plus typical children to promote mutual inclusion
Celebrate the knowledge or expertise area of an AS student
More guidance and counseling support to help with sensory overwhelment and anxiety
Get to know your AS student by understand their passion/interest
Monitor and be aware of any bullying/teasing
More clubs and actives around interests of AS students
Know if the student has an IEP, then follow it without pushback or complaining
IEPs should be individualized to the need of the student academically and socially
Attend IEP meetings. It shows interest.
Collaborate with the student and their parents
Autism and IQ are separate. Many AS students have mixed abilities or exceptionalities
Modifications for group projects or public speaking
Help us and peers form friendships and include us in recess and lunchroom social situations with better skills in these areas of nonregulated school time

^*Inclusion in the voice of the student also provided in Appendix A.

AS, Asperger’s Syndrome; IEP, Individualized Education Plan.